Goswami, Usha; Gerson, Danielle and Astruc, Lluisa
Due to copyright restrictions, this file is not available for public download
Click here to request a copy from the OU Author.
|DOI (Digital Object Identifier) Link:||http://doi.org/10.1007/s11145-009-9186-6|
|Google Scholar:||Look up in Google Scholar|
Here we explore relations between auditory perception of amplitude envelope structure, prosodic sensitivity, and phonological awareness in a sample of 56 typically-developing children and children with developmental dyslexia. We examine whether rise time sensitivity is linked to prosodic sensitivity, and whether prosodic sensitivity is linked to phonological awareness. Prosodic sensitivity was measured by two reiterant speech tasks modelled on Kitzen (2001). The children with developmental dyslexia were significantly impaired in the reiterant speech tasks and in the phonological awareness tasks (onset and rime awareness). There were significant predictive relations between basic auditory processing of amplitude envelope structure (in particular, rise time), prosodic sensitivity, phonological awareness, reading, and spelling. The auditory processing difficulties that characterise children with developmental dyslexia appear to impair their sensitivity to phrase-level prosodic cues such as metrical structure as well as to phonology, but in this study phonological and prosodic sensitivity made largely independent contributions to reading.
|Item Type:||Journal Article|
|Copyright Holders:||2010 Springer|
|Academic Unit/Department:||Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics
Faculty of Wellbeing, Education and Language Studies (WELS)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)
Language & Literacies
|Depositing User:||Users 9543 not found.|
|Date Deposited:||12 Apr 2010 15:22|
|Last Modified:||05 Oct 2016 10:16|
|Share this page:|